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Course Coordinator: Tamara Page
Phone: +61 8 8313 1225
Email: tamara.page@adelaide.edu.au
Location: Room 3-64, School of Nursing, 最新糖心Vlog of Adelaide

School Office
Phone: +61 8 8313 3595
Email: nursing.studentliason@adelaide.edu.au

1	Perform a simple health assessment (including obtaining a health history).
2	Safely move and transfer clients
3	Support activities of daily living for patients as their situation requires
4	Develop beginning practice using exemplars of clinical practice
5	Commence beginning nursing practice within an evidence based nursing framework under supervision at all times
6	Commence beginning nursing practice using guidance of the NMBA standard statements
7	Perform drug calculations and administer medications competently
8	Identify pharmacokinetics for selected health problems

Tollefson J & Hillman E, 2016 Clinical psychomotor skills: Assessment tools for nurses, 6th edn, Cengage Learning 最新糖心Vlog

Lewis, P & Foley, D, 2014 Health assessment in Nursing, 2nd Ed.Lippincott Williams & Wilkins Pty Ltd, North Ryde, NSW.

Intelli+Learn, 2013. Medication Management for Health Professionals. CD, An interactive course to develop and assess skills in medication management. 最新糖心Vlog.

Harris, P, Nagy, S & Vardaxis, N (eds) 2014, Mosby's Dictionary of Medicine, Nursing & Health Professions, 3rd edn, Mosby, Sydney.

Andre, K and Heartfield, M 2011 Professional portfolios: Evidence of competency for nurses and midwives. Churchill Livingstone, Sydney.

Crisp, J Taylor, C, Douglas, C & Rebeiro, G, 2013, Potter and Perry’s Fundamentals of Nursing 4th edn, Mosby Elsevier, 最新糖心Vlog.

最新糖心Vlogn Nursing and Midwifery Council (ANMC) 2006, National Competency Standards for the Registered Nurse, 最新糖心Vlogn Nursing and Midwifery Council, Canberra.

This course uses practical workshops to identify situations that impact the daily environment of nursing practice. Students are encouraged to consider their ‘arrival’ at the career of nursing and to actively reflect on what they consider to be the professional skills and attributes.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements. 

The workload for this course requires attendance at
• 1 x 3 hour practical / week
• SCA preclinical week

Non contact hours for assessment and tutorial preparation will be 6-9 hours per week.

The tables below indicate the teaching sessions for Clinical Nursing Practice I. Please refer to the timetable above for details on class and time. A summary of the clinical skills topics are as listed below. Other clinical skills sessions may be provided as required.

Clinical Nursing Practice I

Clinical Skills Laboratory Sessions

1. Standard precautions; 2A. Activities of daily living 2B. caring for patient with visual and hearing deficits 3. Patient monitoring 4. Nutrition and elimination 5. Basic Life support 6A. Manual Handling 6B. Pressure Area Care 11. Medication administration 12. Blood glucose monitoring 13. OSCEs – pre-clinical assessment of skills

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Clinical practice/performance/assessment	Formative	NGP	1-8
Patient interview skills	Summative	10%	1, 4-6
Structured Clinical Assessment (SCA)	Summative	30%	1-8
Portfolio with exemplars of clinical practice	Summative	60%	1-8

Assessment 1: Clinical practice/performance/assessment

Weekly assessment of clinical skills as per Fundamentals of Nursing: Clinical skills workbook. The Clinical Skills Assessment is conducted in the weeks immediately prior to clinical placement. This assessment is formative in nature and provides an opportunity for students to perform essential nursing tasks while under a degree of supportive scrutiny. Successful completion of this assessment is required before students can undertake clinical placement.

Assessment 2: Patient interview skills

Using the interview checklist and guide you will undertake an interview of a patient during your clinical placement. You may interview the patient on a topic of your choice, preferably one related to their clinical presentation. You must ask for and obtain the permission of the patient and the Registered Nurse caring for the patient. 

Assessment 3: Portfolio with exemplars of clinical practice

The Portfolio is an opportunity for students to integrate, compare and synthesise the evidence base for, and clinical practice of, 4 examples of fundamental nursing care they observe and participate in during clinical placement. Students should choose 4 examples that correspond to the skills from their Skills Booklet (Oral medications must be included as one of the skills with the Nursing competency assessment - managing oral medications submitted post placement 2). A summary of the evidence base for each of the skills is required and a comparison of this and a critique the observed practice should be made. The marking guide below will be used to assess the submission.

Assessment 4: Structured Clinical Assessment (SCA)

The Structured Clinical Assessment is a formal conclusion to the semester to give students an opportunity to demonstrate the skills and knowledge they have acquired. The oral and practical exam is of 30 minutes duration and uses a structured approach to the assessment of clinical skills. Students will be observed by two staff as they move through a scenario and respond to questions designed to complement hands on skills with critical thinking.

Unless otherwise indicated all submission of assignments is to be through the assignments portal of MyUni. TurnItin will be used to check student assignments. Students MUST keep an electronic copy of all assignments submitted. 

Extensions are generally awarded for no more than 10 working days unless there are exceptional circumstances.

To apply for an Assessment Extension, a student must submit an application for extension form prior to the assessment deadline. You will find this on the School of Nursing Website or use the link provided here.

See the Modified Arrangements for Coursework Assessment Policy http://www.adelaide.edu.au/policies/3303/

The following marking guides will be used for assignments:

Structure and Presentation 25%

Structure (15%) • Each section of the portfolio is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the portfolio). • Where appropriate introduces/outlines/situates the activity/discussion. • Where appropriate each section of the portfolio ends with a cogent, defendable conclusion that summarises the discussion within the body of the paper. Writing Style (10%) • The portfolio is written with clear sentence structure and the spelling and grammar are correct.

Content 60%

• Demonstrates an understanding of the activities/discussions chosen by identifying the main components/issues/focus of the topic area. • Provides evidence of support from contemporary literature to support argument/points of view. • Where appropriate for the activity demonstrates critical thought. • Has completed all activities/discussion points.

Referencing 15%

• The referencing style used throughout the summary paper is congruent with the Discipline’s Student Handbook and Style Guide. • The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the Discipline’s Student Handbook and Style Guide. • The references cited are contemporary (i.e. less than 10 years old unless seminal papers). • Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source). • There is evidence in the summary paper that the student has searched widely for information related to the topic/issue. • The student has acknowledged all sources of information. • Direct quotations are only used to make crucial points or to support the discussion/argument.

Marking Guide – Clinical Practice Assessment
By the end of semester one student will be able to:

• Demonstrate an understanding of the ANMC National Nursing Competency Standards for Registered Nurses and begin to recognise cues and exemplars identifying these in practice.

• Be able to adhere to standard precautions in providing care.

• Begin to recognise the attributes of a safe and therapeutic patient environment.

• Provide the basic nursing care necessary for a patient who requires assistance with the activities of daily living. (e.g. showering, sponging, mouth care, hair care, shaving, teeth care, ambulating, exercise, bedpans, urinals, catheter care, making a bed).

• Provide the basic nursing care necessary for patients who require assistance with maintaining their fluid and nutritional status.

• Safely participate in manual handling procedures.

• Demonstrate competency in providing basic life support.

• Conduct a basic health assessment

• Demonstrate competency in monitoring a patient’s vital signs

• Begin to demonstrate competency in monitoring blood glucose levels

• Begin to recognise commonly used medical equipment and devices.

• Begin to understand the structure of the hospital, be able locate resources, equipment and services.

• Begin to describe the procedures employed and to appreciate the experiences of patients in admission to and discharge from an acute hospital.

• Begin to understand the legal requirements regarding documentation in the patient’s medical record.

• Begin to document nursing care in accordance with legal and institutional guidelines.

• Understand the principles of responding to danger in the clinical situation, e.g. basic fire training.

Please refer to Tollefson Clinical psychomotor skills: assessment tools for nursing

1. Organisation and notification re placement needed to be earlier. Placement timelines are provided at the begining of the year. Communication re the details has been reviewed and goes out earlier now.
2. Lesson on Mahara prior to placement. This was conducted, but not all students attended.
3. Interview skills marked unfairly due to different markers. The Clinical lecturers follow the normal moderation process.
4. Addition of a one hour lecture each week to gain a better understanding of skills or the anatomy/pathophysiology of disease related to the skills we're learning. This is already included prior to each skills session.
5. More skills every class finished early most of the time. Students need to actually do more hands on in the class, they would observe and then leave. Different use of skills lab sessions to be trialled this semester.